Learning target and assessment methods match Steps of constructing teacher made test

 learning targets- expectations for students’ performance 1. determining the purpose and objectives
 learning activities- experiences that students engage 2. deciding the length and portion
 assessment – system of collecting evidence 3. specify the objectives in behavioral terms.
4. deciding the numbers and forms of items.
5. having a clear knowledge and understanding.

Types of learning targets Types of teacher made test

 knowledge and simple understanding 1. objective test

 deep understanding and reasoning 2. essay test
 skills 3. combination of two

Types of learning targets Alternative choice items are;

 products 1. true/false
 affects 2. yes/no
3. right/wrong
Matching assessment with learning objectives 4. agree/disagree

 selected response format- et, matching type Assessment tools development

 constructed response format- et, diagram, essay
•systematic cycle of assessment
Types of constructed response format
1. identify outcomes
 brief constructed response 2. develop methodology
 performance 3. gather and interpret evidence
 essay performance 4. implement change
 oral questioning Test item formulation
Teacher observation – a form of ongoing assessment 1. define clearly what to measure
observation, interview, conference 2. generate an item pool
3. avoid exceptional item
Selected response format- students select a given form of options to 4. keep the reading level appropriate for those who will
answer a question complete the scale.
5. avoid double barreled items that convey two or more ideas
 Matching type at the same time.
 True or False 6. consider mixing positivity and negatively worded items.
 Multiple choice
Unpacking learning competency

Characteristics of quality assessment
 content validity- refers to accuracy of assessment
 reliability- refers of the consistency of the assessment result
 fairness- refers to equality
 student’s engagement and motivation- the assessment
provides accurate pictures of what the students understand
 consequential relevance-
 teacher made test -normally prepared and administered for
testing classroom achievements of students
features of teacher made test
o items of the test arranged in order of difficulties
o these are prepared by the teachers which can be used
for prognosis and diagnosis purposes.
o the test covers the content area and includes a large
number of items.
o the preparation of the items conforms to the blueprint.
o test construction is not a single man’s business, rather
a cooperative endeavor.
•unpacking- technique teachers can use to make sense of standards,
and then create focused learning targets to make them actionable.
Advantages of unpacking learning competencies
 To serve as guide for lesson planning
 Instruct the child in an understandable manner
 For achievable learning targets
Steps to unpack learning competencies
 identify the target skill/ prerequisites skills
 identify the content and prerequisite content
 write student friendly objectives
Constructive alignment
 competency
 objective
 outcome
S- Specific 3 levels of content validity

M- Measurable  Assessment design

 Assessment experience
A- Attainable
 Assessment questions, or items.
R- Realistic

T- Time bound
Peer assessment- act of evaluating and providing feedback on the
Andersen and krathwol revised the bloom’s taxonomy, replaced work of their peer.
nouns with verbs
Formative - students give feedback on their draft
Steps in unpacking learning competency
Summative – use rubric
1. Identify the target skill and prerequisite skill – VERB

2. Identify the content and prerequisite content – NOUN

Types of peer assessment
3. Write student friendly objectives
 formative feedback
 peer grading
 peer assessment of group work
Test item formulation

 define clearly what to measure

 generate item pool Examples of peer assessment
 avoid exceptionally items
• exchanging notes
 keep the level of reading difficulty appropriate for those who
will complete the scale. • peer editing and feedback
 avoid two barreled items that conveyed two or more ideas at the
same time. Self-assessment – allows learners to evaluate the quality of their own
 consider mixing positively and negatively worded items. output.

Self-assessment using STAR format

Lesson 6 S- situation

Validation –process of collecting and analyzing evidence to support T- task

the meaningfulness and usefulness of the test.
A- activity/action
Validity – referring to the appropriateness, correctness
R- result
Four main types of validity

1. Face validity
2. Content
3. Criterion
4. Construct

Content related of validity- content and format of the instrument

Predictive validity – predict response

Concurring validity – measure concurrently

Characteristics of a quality assessment

1. Content validity- measures what intent to measure

2. Reliability - consistent result
3. Fairness
4. Student engagement and motivation
5. Consequential relevance